This case study investigates how two English language learners used knowledge they coconstructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how coconstructed knowledge emerging from learners' interactions is manifested in subsequent individual writing and speaking tasks that are similar--but not identical--to the original collaborative writing tasks. Data were collected from video recordings of participants' interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observations of individual writing and speaking tasks. Results show that participants were able to use some of the knowledge generated through their interactions when completing writing and speaking tasks individually. Additionally, participants displayed the ability to transform this knowledge to meet the demands of new contexts. These results indicate that usage of the knowledge generated while collaboratively processing WCF was not mindless copying; instead, participants were able to either internalize or begin the process of internalizing this knowledge.